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Published In The Silver Jubilee Year Of Its Existence The Ninth Edition Of This Book Has Been Thoroughly Revised. Apart From The Regular Updating Of Information And Statistics Throughout, Two Chapters Have Been Totally Rewritten As Education In The Tenth Five Year Plan And Recent Initiatives In Educational Development In India , And One New Has Been Added, Namely, Comparative Data On The Development Of Education . Updating Has Been Done Using The Following Publications: (I) The State Of The World S Children 2007, Unicef; And (Ii) Elementary Education In India-Progress Towards Uee, Nuepa. 2007, And Following Publications Of The Government Of India: (I) Annual Report 2004-2005, Ugc; (Ii) Economic Survey 2006-2007, Ministry Of Finance; (Iii) India 2007, Ministry Of Information And Broadcasting; (Iv) Annual Report 2006-2007, Ministry Of Hrd; (V) Selected Educational Statistics 2004-2005, Ministry Of Hrd.
Doll draws relationships among the ideas advanced in chaos theory, Piagetian epistemology, cognitive theory, and the work of Dewey and Whitehead. In this book on the post-modern perspective on the curriculum, the author asserts that the post-modern model of organic change is not necessarily linear, uniform, measured and determined, but is one of emergence and growth, made possible by interaction, transaction, disequilibrium and consequent equilibrium. Transformation, not a set course, the book argues, should be the rule, and open-endedness is an essential feature of the post-modern framework. In the book, the author envisages a curriculum in which the teacher's role is not causal, but transformative. The curriculum is not the race course, but the journey itself; metaphors can be more useful than logic in generating dialogue in the community; and educative purpose, planning and evaluation is flexible and focused on process, not product. “Scholarly, yet direct and to the point, [Doll’s] ideas make sense to front line educators in the real world of today’s schools.” —Kenneth Graham, Seaford Union Free School District
The field of education is in constant flux as new theories and practices emerge to engage students and improve the learning experience. Research advances help to make these improvements happen and are essential to the continued improvement of education. The Handbook of Research on Applied Learning Theory and Design in Modern Education provides international perspectives from education professors and researchers, cyberneticists, psychologists, and instructional designers on the processes and mechanisms of the global learning environment. Highlighting a compendium of trends, strategies, methodologies, technologies, and models of applied learning theory and design, this publication is well-suited to meet the research and practical needs of academics, researchers, teachers, and graduate students as well as curriculum and instructional design professionals.
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
An ideal introduction to the pioneers of educational theory for anyone studying childcare, child development or education – whether at further or higher education level. The first edition of this book has been a best-seller for almost a decade, identified as one of the top ten books for students of child development or early childhood care and education. In this new edition, there is an increased emphasis on both what practice based on particular theories of learning looks like and on criticisms of each theory. A glossary is included in sections highlighting words and concepts particular to the theorist in question. Full-colour photographs are used to illustrate some aspects of each theory or approach. How Children Learn looks at a wide range of theorists and practitioners who have influenced current understandings of how children learn and what this means for work with young children. The book summarises the findings and ideas of famous giants such as Montessori and Piaget as well as the more recent ideas of writers and thinkers such as Howard Gardner and Margaret Donaldson. It begins by looking at the work and life of Comenius who is widely described as the father of modern education and looks at the theory behind different approaches to early childhood care and education such as Steiner Waldorf education, HighScope and Te Whariki. You will find this book invaluable in giving you a clearer picture of how ideas about children's learning have developed over the past four centuries.
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
This is an open access book. As the process of social modernization continues to advance, people realize that the key to social modernization is the modernization of people, and the modernization of people is inseparable from the modernization of education. It can be seen that education modernization is the foundation of social modernization. Education modernization is an important reform direction of education development, including modernization of education concept, modernization of education content, modernization of education equipment, modernization of teachers and modernization of education management. And information management is one of the important methods to realize education modernization Information management is the social activity of planning, organizing, leading and controlling information resources by means of modern information technology in order to effectively develop and utilize information resources. Simply put, information management is the management of information resources and information activities by human beings. Information management is a general term for the information that people collect, process and input and output in the whole management process. The process of information management includes information collection, information transmission, information processing and information storage. Using the new generation of information management technology to enhance the digitalization, networking and intelligence of education management, promote the transformation of education decision-making from experience-driven to data-driven, education management from one-way management to collaborative governance, education service from passive response to active service, and support the modernization of education governance system and governance capacity with information technology. Focusing on education and information management with modernization, this conference provides a platform for scholars in related fields to exchange and share information, discuss how the two affect each other, and: Promote the modernization of education by studying certain educational issues that exist. Open up new perspectives, broaden horizons, and examine the issues under discussion by participants. Create a forum for sharing, research and exchange at an international level, where participants will be informed of the latest research directions, results and content in different fields, thus inspiring them to come up with new research ideas. For those who cannot attend the conference, papers in the social sciences and humanities will be accepted and published in the form of conference proceedings.
This is an open access book. 2023 3rd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2023) was held on August 25–27, 2023 in Kuala Lumpur, Malaysia. Modern educational technology refers to the theory and practice of using modern educational theory and modern information technology to achieve teaching optimization through the design, development, utilization, management and evaluation of teaching and learning processes and resources. Education and social science are the relationship between restriction and promotion. The relationship between education and social development, in short, because of the development of social productive forces, the progress of science and technology, and the content, methods and organizational forms of ancient education cannot meet the needs of the emerging bourgeoisie,. In the new form of social development, people's knowledge ability has increasingly become the decisive factor in the development of modern productive forces. Education has become an important investment sector in the development of intellectual resources. Education investment is the most beneficial investment,. It transforms the potential productivity of science and technology into real productivity. Finally, we must return to education and form lifelong education. ICMETSS 2023 will focus on the development of modern educational technology and social science, explore the relationship between them and promote their development.